Parenting Behaviors as Predictive of Early Student–Teacher Relationships in ASD.
Student–teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with...
| Publicado en: | Journal of Autism & Developmental Disorders Vol. 49; no. 9; pp. 3582 - 3592 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Springer Nature
Sep2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=137793211&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 137793211 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01623257 AUT jtl: Journal of Autism & Developmental Disorders issn: 01623257 maglogo: N pubinfo: dt: Sep2019 vid: 49 iid: 9 pid: 237 pub: Springer Nature place: New York, New York artinfo: ui: 137793211 137793211 137793211 10.1007/s10803-019-04065-2 137793211 ppf: 3582 ppct: 10 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Parenting Behaviors as Predictive of Early Student–Teacher Relationships in ASD. aug: au: Losh, Ainsley Tipton, Leigh Ann Eisenhower, Abbey Blacher, Jan affil: Graduate School of Education, University of California, Riverside, 1207 Sproul Hall, 95251, Riverside, CA, USA sug: subj: Parental Behavior Faculty-Student Relations Autism Spectrum Disorder Human Child, Preschool Child Parent-Child Relations Communication Skills Language Child, Preschool: 2-5 years Child: 6-12 years ab: Student–teacher relationship (STR) quality during the early school years has important implications for student adjustment and outcomes. Studies with typically developing (TD) children have identified links between parent behaviors and STRs, but these connections remain unexplored for children with autism spectrum disorder (ASD). The present study investigated relationships between observed parent behaviors during a shared literacy task and STRs one year later for 117 children (ages 4–7) with ASD. Children whose parents displayed more intrusiveness had poorer-quality STRs. Further, parent intrusiveness mediated the predictive relationship between child spoken language skills and STR quality. These results suggest that parent intrusiveness plays an important role in the development of STRs for young children with ASD. Implications for intervention and research are discussed. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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